{"id":10870,"date":"2020-09-23T17:00:46","date_gmt":"2020-09-23T15:00:46","guid":{"rendered":"https:\/\/lineact.cesi.fr\/?page_id=10870"},"modified":"2026-04-01T15:45:16","modified_gmt":"2026-04-01T13:45:16","slug":"learning-and-innovating-phd-thesis","status":"publish","type":"page","link":"https:\/\/lineact.cesi.fr\/en\/learning-and-innovating\/learning-and-innovating-phd-thesis\/","title":{"rendered":"Learning and Innovating PhD Thesis"},"content":{"rendered":"\n<div class=\"wp-block-group section hero is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group hero__text-wrapper is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group hero__text-core is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group hero__text-edito has-yellow-background-color has-background is-layout-flow wp-block-group-is-layout-flow\"><h1 class=\"title--1 is-style-title-cesi-underline wp-block-post-title\"><span>Learning and Innovating PhD Thesis<\/span><\/h1>\n\n<div class=\"wp-block-post-excerpt\"><p class=\"wp-block-post-excerpt__excerpt\">Learn more about PhD Thesis currently in progress or defended <\/p><\/div><\/div>\n\n\n\n<div class=\"wp-block-group hero__text-nav smaller-font is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading hero__text-nav-title\">Dans cette page&nbsp;:<\/h2>\n\n\n\n<ul class=\"wp-block-list list-slug\">\n<li><a href=\"#theses\">PhD Thesis in progress<\/a><\/li>\n\n\n\n<li><a href=\"#defented\">PhD Thesis defended<\/a><\/li>\n\n\n\n<li><a href=\"#partnership\">Thesis in partnership with other laboratories<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div id=\"theses\" class=\"wp-block-group section is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group wrapper__inner is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading title--2 is-style-title-cesi-underline\"><span><strong><strong>PhD Thesis in progress<\/strong><\/strong><\/span><\/h2>\n\n\n\n<p class=\"title--3\">FROM 2024<\/p>\n\n\n\n<p><strong>Eliette DARNAUD<\/strong><br><em>Building sustainable employment in the context of a threefold industrial transition: digitalization, the shift toward the service sector, and changes in the workforce<\/em><br>CIFRE Thesis \u2013 Airbus \/ CESI<br>Advisor: Flore BARCELLINI (CNAM)<br>Co-advisors: Willy BUCHMANN (CNAM), Lucie CUVELIER (CESI)<\/p>\n\n\n\n<p><strong>Agathe HELL<\/strong><br><em>Artificial Intelligence and Learning<\/em><br>Advisor: Solveig FERNAGU (CESI)<br>Co-advisor: Marion PAGGETTI (CESI)<br>Registration: ENSAM \u2013 ED SMI 432<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">FROM 2023<\/h3>\n\n\n\n<p><strong>Anna BALAIAN<\/strong><br><em>Communication between autonomous vehicles and users<\/em><br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-advisors: Andr\u00e9a BOISADAN (CESI), Natacha METAYER (VEDECOM)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Lola JOLY<\/strong><br><em>Impact of Higher Education and Research Institutions\u2019 Organizational Culture on Student Mobility<\/em><br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-advisors: Muriel DAVIES (CESI), Genane YOUNESS (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Manon JOUANJUS<\/strong><br><em>Organizational innovation through middle management<\/em><br>Thesis \u2013 EDF<br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-advisors: Muriel DAVIES (CESI), Guillaume DEPREZ (University of Bordeaux)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Sami KALLAL<\/strong><br><em>The impact of fiscal rules and institutional quality on fiscal policy and debt sustainability: the role of innovation<\/em><br>Advisor: Im\u00e8ne GUETAT (CESI), B. CANDELON (Catholic University of Louvain)<br>Registration: Louvain School of Management<\/p>\n\n\n\n<p><strong>Tristan LANNUZEL<\/strong><br><em>Collective intelligence in an immersive virtual environment<\/em><br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-advisors: B\u00e9atrice BIANCARDI (CESI), Mukesh BARANGE (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n<\/div>\n<\/div>\n\n\n\n<div id=\"defented\" class=\"wp-block-group section has-grey-background-color has-background is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group wrapper__inner is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading title--2 is-style-title-cesi-underline\"><span><strong><strong>PhD Thesis defended<\/strong><\/strong><\/span><\/h2>\n\n\n\n<p class=\"title--3\">Defended IN 2026<\/p>\n\n\n\n<p><strong>Lisa GAUDENS<\/strong><br><em>A Transformational Approach to Skills Management<\/em><br>Thesis \u2013 EDF<br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-advisor: Muriel DAVIES (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Pierre BONDESAN<\/strong><br><em>Evaluation of the Educational Effectiveness of Digital Twins in Immersive Virtual Environments<\/em><br>Advisor: Simon RICHIR (ENSAM)<br>Co-advisors: Sylvain FLEURY (ENSAM), Andr\u00e9a BOISADAN (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended IN 2025<\/h3>\n\n\n\n<p><strong>Sarah GUEZ<\/strong><br><em>Technologically Enhanced Learning Environments: Under What Conditions Do They Become \u201cEmpowering\u201d?<\/em><br>Advisor: Solveig FERNAGU (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Anna MARTIN COESEL<\/strong><br><em>The Impact of Avatar Embodiment in the Context of Virtual Training Environments<\/em><br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-advisor: B\u00e9atrice BIANCARDI (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Ga\u00ebtan SAVARIT<\/strong><br><em>Impact of a Living Lab approach on regional development<br><\/em>Advisor: Anne LOUIS (CESI)<br>Co-advisor: \u00c9lodie PILLON (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p><strong>Alisa BARKAR<\/strong><br><em>Deep learning approaches for social computing<\/em><br>Advisor: Chlo\u00e9 CLAVEL (T\u00e9l\u00e9com Paris)<br>Co-advisors: B\u00e9atrice BIANCARDI (CESI), Mathieu CHOLLET (University of Glasgow)<br>Registration: T\u00e9l\u00e9com Paris<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended IN 2024<\/h3>\n\n\n\n<p><strong>Marie BLUTEAU<\/strong><br><em>Alternation, Hybridization, and an Enabling Environment<\/em><br>Advisor: Solveig FERNAGU (CESI)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended IN 2023<\/h3>\n\n\n\n<p><strong>M\u00e9gane SARTORE<\/strong><br><em>Ikigai Robotics: A Key Driver of Employee Engagement and a Guarantee of High Industrial Performance<\/em><br>CIFRE Thesis \u2013 SNCF (Robotics by Design Lab, Strate School of Design)<br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Co-supervisor: Ioana OCNARESCU (Strate School of Design)<br>Registration: HESAM University \u2013 ED SMI 432<\/p>\n\n\n\n<p class=\"title--3\">Defended IN 2022<\/p>\n\n\n\n<p><strong>Doroth\u00e9e CAVIGNAUX BROSS<\/strong><br><em>Educational Design and Digital Technology: The Integration of Digital Technology into Educational Design from a Capabilities-Based Approach<\/em><br>Advisor: P. Carr\u00e9 (CREF)<br>Registration: University of Paris Nanterre \u2013 ED UR 1589<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended IN 2021<\/h3>\n\n\n\n<p><strong>Ericka ROTTEMBERG<\/strong><br><em>Evolution of managerial practices in organizations<\/em><br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Registration: Paris Descartes University \u2013 ED 261 3CH<\/p>\n\n\n\n<p><strong>\u00c9lodie PILLON<\/strong><br><em>Contribution to the understanding of the diversity of open innovation practices<\/em><br>Advisor: Anne LOUIS<br>Co-advisor: Thomas LOILIER<br>Registration: University of Normandy \u2013 ED 242 EGN<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended in 2019<\/h3>\n\n\n\n<p><strong>Muriel DAVIES<\/strong><br><em>Diagnosing and Developing a Culture of Innovation in French Organization<\/em>s<br>Advisor: St\u00e9phanie BUISINE (CESI)<br>Registration: Paris Descartes University<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended IN 2018<\/h3>\n\n\n\n<p><strong>Milija SIMLESA<\/strong><br><em>Collective flow \u2013 Sociocognitive model of optimal collaboration<\/em><br>CIFRE Thesis \u2013 SBT Human(s) Matter<br>Advisors: St\u00e9phanie BUISINE (CESI), J\u00e9r\u00f4me GUEGAN<br>Registration: Paris Descartes University<\/p>\n\n\n\n<p><strong>Alexandra BADETS<\/strong><br><em>Impact of A2P2 on the development of the professional identity of CESI engineers<\/em><br>Advisors: Thierry ARDOUIN, Bernard BLANDIN<br>Registration: University of Rouen<\/p>\n\n\n\n<p><strong>Andr\u00e9a BOISADAN<\/strong><br><em>Universal design for intuitive signage accessible to all<\/em><br>CIFRE Thesis \u2013 Tactile Studio<br>Advisors: St\u00e9phanie BUISINE (CESI), Yasmine BOUMENIR<br>Registration: Paris Descartes University<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended IN 2017<\/h3>\n\n\n\n<p><strong>Yann SERREAU<\/strong><br><em>Cognitive Approaches and Processes in Student Support in Higher Education<\/em><br>Advisor: Patrick MAYEN<br>Registration: University of Burgundy<\/p>\n<\/div>\n<\/div>\n\n\n\n<div id=\"partnership\" class=\"wp-block-group section has-white-background-color has-background is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group wrapper__inner is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading title--2 is-style-title-cesi-underline\"><span><strong><strong>Thesis in partnership with other laboratories<\/strong><\/strong><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended in 2020<\/h3>\n\n\n\n<p><strong>Emmanuel ZILBERBERG<\/strong><br><em>Learner Identifiability and In-Person Participation<\/em><br>Advisors: Bernard BLANDIN, Christophe JEUNESSE<br>Registration: University of Paris-Ouest Nanterre La D\u00e9fense<\/p>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended in 2014<\/h3>\n\n\n\n<p><strong>Jo\u00ebl STRIFF<\/strong><br><em>The Effectiveness of a Business Simulation Game for Learning the Principle of Action (PA) of \u201cContinuous Improvement\u201d (PP)<\/em><br>Advisor: Bernard BLANDIN<br>Registration: University of Paris-Ouest Nanterre La D\u00e9fense<\/p>\n\n\n\n<div class=\"wp-block-cesi-accordeon accordion\"><h4 class=\"accordion__caller\"><button type=\"button\" data-target=\"\u030c#accordion-77736\" aria-expanded=\"false\" aria-controls=\"accordion-77736\" class=\"toggle\"><span>Learn more<\/span><span class=\"icon icon_arrow-1--bottom toggle__off\" aria-hidden=\"true\"><\/span><span class=\"icon icon_arrow-1--top toggle__on\" aria-hidden=\"true\"><\/span><\/button><\/h4><div id=\"accordion-77736\" class=\"accordion__target\">\n<p>This thesis aims to answer the following question: what is the contribution and efficiency of educational business games in teaching the principles of sustainable development in an engineering school? Drawing on Ajzen&#8217;s theory of planned behavior, it demonstrates the effectiveness of educational business games in \u201cigniting the spark\u201d in students, inspiring them to become agents of progress. She also shows that the final result will also depend on the teacher and how they present themselves and use the tool to get participants to play, communicate, take a step back, and&#8230; think.<\/p>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended in 2011<\/h3>\n\n\n\n<p><strong>Charlotte TEMPIER<\/strong><br><em>Self-regulation in an online learning system: signs of an opportunistic learner<\/em><br>Advisor: Bernard BLANDIN<br>Registration: University of Paris-Ouest Nanterre La D\u00e9fense<\/p>\n\n\n\n<div class=\"wp-block-cesi-accordeon accordion\"><h4 class=\"accordion__caller\"><button type=\"button\" data-target=\"\u030c#accordion-98584\" aria-expanded=\"false\" aria-controls=\"accordion-98584\" class=\"toggle\"><span>En savoir plus\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n<\/span><span class=\"icon icon_arrow-1--bottom toggle__off\" aria-hidden=\"true\"><\/span><span class=\"icon icon_arrow-1--top toggle__on\" aria-hidden=\"true\"><\/span><\/button><\/h4><div id=\"accordion-98584\" class=\"accordion__target\">\n<p>The purpose of this research is to describe and understand the self-regulated behaviors of adult learners in an e-learning environment. The study&#8217;s audience consists of 60 union activists working in private companies and public institutions. E-learning is viewed as a process involving contextual self-regulation. The hypothesis is that the adoption of specific self-regulated behavior, resulting from opportunistic skills, promotes learning. Learners who take responsibility for their own training are proactive individuals who adopt a vigilant approach in situations that offer them opportunities to learn. A socio-cognitivist approach allows us to understand the nature of the dynamic process of learning by studying self-regulated control processes. The survey, conducted using a logbook, an interview guide, and a questionnaire on self-regulation, reveals the use of new modes of self-regulation. By seizing opportunities for learning in terms of time and place and using the resources available, learners prepare themselves to think in real-life situations. Opportunistic behavior (which demonstrates the ability to self-regulate in order to appropriate resources) would then be a disposition, an attitude of learning, fueled by a sense of self-efficacy and beliefs that enable action.<\/p>\n\n\n\n<p><\/p>\n<\/div><\/div>\n\n\n\n<p><strong>Bouazza OUARRAK<\/strong><br><em>Micro-genesis of a technical object among engineering students at CESI<\/em><br>Advisor: Pierre PASTR\u00c9<br>Co-advisor: Bernard BLANDIN (CESI)<br>Registration: Conservatoire National des Arts et M\u00e9tiers<\/p>\n\n\n\n<div class=\"wp-block-cesi-accordeon accordion\"><h4 class=\"accordion__caller\"><button type=\"button\" data-target=\"\u030c#accordion-50516\" aria-expanded=\"false\" aria-controls=\"accordion-50516\" class=\"toggle\"><span>En savoir plus<\/span><span class=\"icon icon_arrow-1--bottom toggle__off\" aria-hidden=\"true\"><\/span><span class=\"icon icon_arrow-1--top toggle__on\" aria-hidden=\"true\"><\/span><\/button><\/h4><div id=\"accordion-50516\" class=\"accordion__target\">\n<p><em><em>This thesis explores the cognitive resources mobilized by engineering students in a PBL (Problem-Based Learning) task involving the design of a technical object. The problem situation faced by these students consists of a novel technical refrigeration system that does not require an external energy source. In this learning process, students must design the technical object and learn concepts in thermodynamics. Two groups of students are compared: the first has an analog model of a known situation to approach the new situation, while the second has only the text. The research questions are: What knowledge do these students construct? What do these two types of learning (learning through a known situation and learning through text) contribute? What obstacles do these students encounter? The hypotheses: learning through a known situation leads to the construction of operational knowledge (tool concepts); learning through text leads to the construction of decontextualized knowledge (object concepts); learning through situations in a didactic setting ultimately leads to the construction of categorical concepts. These two types of learning involve an epistemological obstacle in the construction of concepts in their two functions: tool and object.<\/em><\/em><\/p>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading title--3\">Defended in 2010<\/h3>\n\n\n\n<p><strong>Denis CRISTOL<\/strong><br><em>The Making of Managers: Identity and the Relationship to Knowledge<\/em><br>Advisor: Bernard BLANDIN<br>Registration: University of Paris-Ouest Nanterre La D\u00e9fense<\/p>\n\n\n\n<p>The thesis aims to identify the training processes at work, including informal learning, and to pinpoint where and when they occur. It also aims to understand how managers&#8217; relationship with knowledge is changing in connection with their changing professional identity.<\/p>\n\n\n\n<div class=\"wp-block-cesi-accordeon accordion\"><h4 class=\"accordion__caller\"><button type=\"button\" data-target=\"\u030c#accordion-91353\" aria-expanded=\"false\" aria-controls=\"accordion-91353\" class=\"toggle\"><span>En savoir plus<\/span><span class=\"icon icon_arrow-1--bottom toggle__off\" aria-hidden=\"true\"><\/span><span class=\"icon icon_arrow-1--top toggle__on\" aria-hidden=\"true\"><\/span><\/button><\/h4><div id=\"accordion-91353\" class=\"accordion__target\">\n<p><em>This thesis attempts to understand the complexity of becoming an operational manager, to identify identity dynamics, and to pinpoint the milestones and key stages in the \u201cmaking\u201d of a manager. Its purpose is to explore the making of managers as a sociological experience. The research method is based on the life and training stories of 39 managers and an online survey of 563 managers, and takes a macro, meso, and micro perspective. This development takes place in the context of a managerialization that affects all social relationships. During these changes in reference points, the \u201cfigure\u201d of managers tends to become idealized and more defined, competing with the French figure of executives. The ways in which managers are created are examined in terms of their education, career development, organizational learning, and continuing education. These different methods are insufficient to explain the development of the human skills required for the role of manager. It is mainly through informal learning in the workplace that managers develop self-taught practices and learn their \u201ctrade.\u201d<\/em> The processes highlighted in the thesis relate to socio-anthropological, statutory and ritual, relational, social, bio-historical, axiological, socio-cognitive, identity and emotional factors. The thesis supports the idea of a manager who emerges from a process of maturation rather than an innate manager, exclusively gifted with unique abilities. The main contribution is the highlighting of the links between knowledge and identities for the varied trajectories of managers who have come through higher education, continuing education, work-study programs, or the Validation of Acquired Experience.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learn more about PhD Thesis currently in progress or defended<\/p>\n","protected":false},"author":1,"featured_media":10776,"parent":117098,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-10870","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Learning and Innovating PhD Theses<\/title>\n<meta name=\"description\" content=\"Find more about our thesis ; PhD Thesis in progress, PhD Thesis defended, Thesis in partnership with other laboratories.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/lineact.cesi.fr\/en\/learning-and-innovating\/learning-and-innovating-phd-thesis\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Learning and Innovating PhD Theses\" \/>\n<meta property=\"og:description\" content=\"Find more about our thesis ; 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